Grade 5Week 7 Daily SOL Writing Practice provided by Simply Achieve, Inc. Finding Early American Artifacts Shelby’s teacher has asked the class to write

provided by Simply Achieve, Inc.

Grade 5Grade 5 Week 7Week 7Daily SOL Writing PracticeDaily SOL Writing Practice

Finding Early American Artifacts

Shelby’s teacher has asked the class to write a story about something the her family enjoys doing together. Shelby decides to write about searching for Early American artifacts. She makes these notes. Use them to answer questions 1 and 2.

1 Which statement in Shelby’s notes does not belong?

A item 1

B item 2

C item 3

D item 4

2 How will these notes help Shelby with her writing?

F they help her organize her thoughts

G she can turn in the notes instead of an

essay

H the notes are her rough draft

J she can share them with her friends and

get their advice

1. My grandparents and I search for artifacts in the forest.2. One time I thought I found an ancient arrowhead.3. I also enjoy mountain biking on rocky trails.4. We keep the artifacts on display in their mountain cabin.5. My grandfather and I compete to find the most unique items.



Answer Sheet – For Teacher Use

Question Correct Answer VA SOL Essential Understanding Correlation

1 C 5.8be – Organize information.

2 F 5.8ab – Choose planning strategies for various writing purposes.

Notes to Teacher:The writing subtest of the Grade 5 English test will have a series of brief scenarios, each of which defines a writing task for a specified audience. Items following the statement of the writing task will address planning or prewriting activities relevant to the specified task and will be coded to the Planning, Composing, and Revising reporting category. A rough draft of a response to the specified writing task will follow the planning/prewriting test items. The rough draft will be divided into sections. The first section will have errors which require revision such as the inclusion of a sentence that does not belong or two sentences that need to be combined. Items following the first section of the rough draft will require the student to correct these errors by choosing the correct revision from the answer choices provided. These items will also be coded to the Planning, Composing, and Revising reporting category.

The second section of the rough draft will contain embedded errors in usage or mechanics. Items following this section will refer to underlined words or groups of words in the second section of the rough draft and will require students to choose the answer which represents correct usage or mechanics. These items will be coded to the Editing reporting category. In some cases the underlined words will contain no error and the correct answer will be "as it is." Following the expanded blueprint is a list of usage and mechanics skills which are addressed in the Editing reporting category.



Read the first part of Shelby’s rough draft. Use it to answer the questions below.

(1)One of my favorite things to do with my family is search for early American artifacts. (2)We visit my grandparents’ cabin in the Shenandoah valley. (3)When we’re there, my grandparents and I go searching almost every morning. (4)The air in the mountains is crisp and the plants are lovely. (5)We find many different artifacts. (6)I always look for arrowheads. (7)We like to camp. (8)The artifacts are everywhere; you just have to know what you’re doing.

3 How can sentences 2 and 3 best be combined?

A When we visit their cabin in the Shenandoah mountains, we go searching almost every

morning.

B When we go searching, we’re visiting their cabin in the Shenandoah mountains.

C When we visit their cabin every morning we go searching in the Shenandoah mountains.

D We go searching in the Shenandoah mountains

whenever we visit their cabin in the morning.

4 Which sentence should be removed from this portion of the essay because it does not focus on the content?

F sentence 5

G sentence 6

H sentence 7

J sentence 8





3 A 5.8fh – Revise writing for clarity.

4 H 5.8fe – Revise writing for clarity.

Notes to Teacher:During the revising stage of the writing process students will revise for focus, organization, and elaboration.

To assist students in developing these skills direct instruction must take place on including important details, deleting unnecessary information and varying sentences.

The Standards of Learning Assessments will ask students to use their revising skills to identify ways to improve a passage that is provided. To be successful on this section of the test students must be able to suggest the best way to combine provided sentences, choose a more descriptive way to write provided sentences and locate unneeded information.



Read the next part of Shelby's rough draft. Use it to answer the questions below.

(9)One June morning my grandparents and I went on one of our searches for pieces of the past. (10)We always compete to see who will find the most unique piece. (11)The sun filtered through the trees quick warming the trail we were on. (12)Suddenly, I thought I saw something. (13)Unfortunately, it was just an old rock worn smooth over time.

5 How is sentence 9 best written?

A One June morning my grandparents, and I went on one of our searches for pieces of the past.

B One June morning, my grandparents and I went on one of our searches for pieces of the past.

C One June morning my grandparents and I, went on one of our searches for pieces of the past.

D as it is

6 In sentence 11, how is the quick is correctly written –

F quicker

G quickerly

H quickly

J as it is




5 B 5.9ha – Edit for clausal fragments, run-on sentences, and excessive coordination.

6 H 5.9bd – Use adjective and adverb comparisons.

Notes to Teacher:During the editing stage of the writing process students will edit for correct , grammar, punctuation, capitalization, spelling and sentence construction.

Students should be provided with many opportunities to edit and correct punctuation in their writing and the writing of their classmates.

The Standards of Learning Assessments will ask students to edit a given passage for punctuation, correct case and number, verb tense, and comparative and superlative degrees. Students will be expected to understand the use of conjunctions and transitional words.




Read the next part of Shelby’s rough draft. Use it to answer the questions below.

(15)Later that morning, my grandma shouted, I’ve found something special! (16)Excited to see her discovery, I skipped over to admire her luck. (17)She showed me a small metal stick. (18)I laughed but she explained that it was probably a portion of an ancient tool.


A Later that morning, my grandma shouted, “I’ve found something special!”

B Later that morning, “my grandma shouted, I’ve found something special!”

C Later that morning, “my grandma shouted I’ve found something special!”

D as it is


F I laughed but, she explained that it was probably a portion of an

ancient tool.

G I laughed but she explained, that it was probably a portion of an

ancient tool.

H I laughed, but she explained that it was probably a portion of an

ancient tool.

J as it is




7 A 5.9ea – Use quotation marks with dialogue.

8 H 5.9hh – Edit for clausal fragments, run-on sentences, and excessive coordination.

Notes to Teacher:During the editing stage of the writing process students will edit for correct , grammar, punctuation, capitalization, spelling and sentence construction.

Students should be provided with many opportunities to edit and correct punctuation in their writing and the writing of their classmates.

The Standards of Learning Assessments will ask students to edit a given passage for punctuation, correct case and number, verb tense, and comparative and superlative degrees. Students will be expected to understand the use of conjunctions and transitional words.




Read the next part of Shelby’s rough draft. Use it to answer the questions below.

(19) I immediately began looking more careful. (20) My legs and eyes were exhausted from the hiking and the searching. (21) My grandparents were ready to give up. (22) Suddenly, I saw a flash about three feet in front of me. (23) I could hardly believe my eyes. (24) I squealed with joy, “Found it!” (25) I found an almost complete early American arrowhead. (26) I keep it in a special box on my dresser at home.

9 In sentence 19, how is more careful correctly written?

A more carefully

B more carefuller

C carefullier

D as it is

10 In sentence 25, how is Found it! best written?

F found it!

G Found it

H found it.

J as it is




9 A 5.9bd – Use adjective and adverb comparisons.

10 J 5.9ea – Use quotation marks with dialogue.


Notes to Teacher:During the editing stage of the writing process students will edit for use of language, capitalization, punctuation and spelling. Students can earn 14 multiple choice points and 8 possible score from the direct-writing component by accurately editing.On Standards of Learning Assessments writing assessments students will edit for the use of:

Grade 3 Grade 4 Grade 5

•correct and varied sentences•the word i in compound sentences•past and present verb tense•singular possessives•apostrophes in contractions and pronouns•commas in a series•correct spelling for high frequency words, including irregular plurals

•subject-verb agreement•prepositional phrases•double negatives•noun-pronoun agreement•commas in series, dates, and addresses•the incorporation of adjectives and adverbs•the articles a, an, and the •correct spelling of frequently used words, including homophones

•plural possessives•adjective and adverb comparisons•interjections•apostrophes in contractions and possessives•quotation marks with dialogue•Commas to indicate interrupters and in the salutation and closing of a letter•A hyphen to divide words at the end of a line•Edit for clausal fragments, run-on sentences and excessive coordination

Documents

Grade 5Week 7 Daily SOL Writing Practice provided by Simply Achieve, Inc. Finding Early American Artifacts Shelby’s teacher has asked the class to write